Page 25: School reopening (4th March 2021) during the pandemic

 Page 25: School reopening (4th March 2021) during the pandemic ...

What a day. I slept well that night to say the least! As I had just about got used to the routine and group of 12, it was time to introduce many more smiley pupils ready to learn! I was so excited to get to know the rest of the class and into the traditional EYFS day in my school - and I loved every second of this day and then the ones to come.

As you can imagine, with a class of 3 and 4 year olds, many leaving their parents for the first day since the Christmas holidays, there were a few expected tears. In addition, the staffs masks and visors could potentially have been quite scary for some pupils, especially me who they didn't know. As soon as we got into the classroom, masks and visors off, smiles out again, we got all children happy and sitting on the carpet. Being in now a class bubble, and working with such young children, masks were not worn in the classroom and we did not have the social distance from the pupils (teachers completed the lateral flow tests twice a week). Observing these pupils initially hugging and playing with friends they hadn't seen in months was heartwarming. For many, they had not been able to interact and play with other children in so long, our focus for the first few weeks and specifically this day, incorporated alongside the key lessons was getting children to be children again - carefree and playing together.

After a little manic morning, it was time for the first lesson - maths. This week I planned a taught a groups (I had the top ability), maths sessions for the week. There were no pupils in my group from the bubble so it was time to all get stuck in together and really get to know each other. I covered myself and the pupils with name stickers and it was time to begin. I got straight stuck in with the schools maths routine to ease pupils in with slight familiarity they remembered, as well as basing this first maths session incorporating lots of games for the pupils to get to know me, as well as each other again. It was a successful first lesson, and really set up the maths sessions and progression for the rest of the week.

When it generally gets discussed pupils returning to school durning/post pandemic, it mainly often just discussed the effects on how the pupils who hadn't been in school  learning responded. Before I begin reflecting to this, I think it is equally important to share the experience of those in the bubble and the effect they felt when joined by the rest of the class. Some as expected responded well, and blended in like no change at all, however, it must be noted how some children struggled. Routine is so vital to young learners, and the change to numbers, groups of learning, time of day and lunch arrangements was quite overwhelming, upsetting on their self established personal equilibrium. In addition, in terms of attention and interactions with adults, so children found it trickier to share their time spending lesson 1-1 time with adults. I mainly observed and saw the effect of that in provision as some children struggled to find their interest and something do with less immediate guidance from teachers who are interacting across more students.

When looking at the impact of the rest of the learners returning to school, although it can be branched out much further and deeper. For today's general delve into the reopening I have split it into three general effects.

1. The impact on learning

In general, the impact of learning was greatly varied. Online sessions were provided, but engagement levels and support by parents was very varied throughout the class. This resulted in some academically further than expected at this time, but also many behind the usual expected point. To combat this back in school, all pupils had maths, phonics and communication and language  assessments so they could be grouped more effectively to help challenge further and plug gaps. As the time in school continued, all pupils really started to progress well and I am excited to see the points they are at when I return in the summer.

2. The impact of routine

The was probably the immediate most noticeable change. All leaners work best in response to routine, especially those with SEN needs, and the changing routine of home to school life can be quite disruptive and upsetting to students. It was therefore vital from that first Monday to get back into the wanted routine, which came with more ease of the pupils as timed progressed. 

3. Responses/ behaviour management

This follows directly on hand from above as any change (loosing their own routine and settling back into school), results in change of behaviour. For some children this can be a positive response, as well as it being naturally more challenging for others, therefore, establishing a new behaviour stamp scheme was vital in encouraging and rewarding the desired behaviours in the class and really promoted the children to be excellent role models and work well together. This was particularly helpful when considering behaviour in the way of the children interactions with each other during play. Many children had not played/engaged with any children at all of those near their age for around 2/3 months so establishing these skills was an essentail first step. Many were unable to play or interact how they previously did and caused issues when establishing the vital need to 'share' again. This is something again we worked though from the first day and the progress at the Easter holidays was excellent.

As the school reopening became the norm again and the bubble and whole class blended with all children used to and responding positively to classroom learning again, I had now established that same strong relationship with all pupils trusting me as part of their teaching team learning together. 'Learning together' is a phrase I personally feel so so importantly, not just as a teaching team planning and evaluating together, but alongside the pupils too. Children are the heart of education. I have really enjoyed reflecting on this big day for so many children (a parents!), and will continue to share my EYFS experiences over the coming weeks, delving into more detail some lessons and whole class moments!

Over the next few weeks sharing my EYFS experiences, I will end each post with a little advice on some of the invaluable things/tips I have learnt:

4. Routine - Routine is vital for any child in any year or school. However, when our very youngest learners face such drastic changes (returning to school - learning, responding, playing), establishing a steady and constant daily routine is key to smoothing the settling period -both in terms of providing expectation and regiment to follow (this is especially key for many SEN pupils), as well as setting that expectation back on pupils to those simple social skills such as 'lining up' or 'sitting on a spot',

- Miss Yeoman